Guidelines for 'Do Physics':

For 'Do Physics' assessments there is often paralyzing uncertainty about how to proceed. Here are some guidelines for completing such tasks.

I: Sketch and Describe!! Create your own annotated sketch of the situation that indicates what you know and what you wonder about. Be prepared to break out different sections of your sketch to provide greater detail and insight. Remember, a central idea of this class is to think on paper as opposed to thinking mysteriously in your head. At this point it is also important to describe in writing all the important features that you observe and the overall behavior of the system as you understand it.

II: Identify Relevant Concepts: Identify features that suggest a particular physics concept is relevant. If an object is accelerated then there must be forces, if there are electric potentials then there are charges and fields, if there are magnets then there are magnetic forces and fields. The first step in applying physics is recognizing clues that suggest a particular concept is involved. At this point it is important to identify any initial simplifications that seem warranted (which is always the case in physics). Assume simpler geometry or uniform accelerations or point like objects. Be explicit about these simplifications.

III: Initial Analysis: Once you have asserted that a particular concept is involved then break out the specific tools that we have learned about that concept. If there are forces then a freebody diagram and an energy bar chart are basic tools. If there are conductors and charges then a charge sketch and resulting E field sketch are natural first steps. Make some rough calculations. If you need to assume some numbers then do so. Update your notes on the sketch as you have new thoughts about the problem setting.

IV: Related concepts: No physics idea stands in isolation. If there are forces then there are accelerations and that means kinematics and probably energy. Show that you can take the next step in connecting your initial analysis of some part of the setting to the next consequence of that analysis. Showing that you can follow an intellectual chain is almost more important that getting all the parts collectively described. Part of this examination of related concepts provides a way of cross checking your thinking for internal consistency from different perspectives.

V: Identify possible/probable next steps: Whenever you reach a point where you're not able to move forward on a particular part of the problem take a moment to explicit articulate what seems like possible directions or thoughts. Describing what is hanging up your analysis will get your brain thinking about it as you go about other tasks. It is often helpful to go work on other things for serveral hours or even days while the bottom of your brain wrestles with the problem in the background.

VI: Self Reflection: All problems of this nature will include an ask for self reflection. Describe where you felt confident in your use of physics concepts and where you felt most uncertain. Identify any reasons why you had these self perceptions. Recognize that all of this is relative since you may not feel particularly confident about anything we've discussed during the term. You will get better and that process will be smoother if you can more effectively notice and describe what you're experiencing at this point.